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Assessment
The primary purpose of
assessment is to improve students' learning and teachers' teaching as
both student and teacher respond to the information that it provides.
With this in mind, schools need to consider how they will gather,
analyse, and use assessment information so that it is effective in
meeting this purpose.
Assessment for the purpose of
improving student learning is best understood as an ongoing process that
arises out of the interaction between teaching and learning. It involves
the focused and timely gathering, analysis, interpretation, and use of
information that can provide evidence of student progress. Much of this
evidence is "of the moment". Analysis and interpretation often take
place in the mind of the teacher, who then uses the insights gained to
shape their actions as they continue to work with their students.
Effective assessment:
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benefits students - It
clarifies for them what they know and can do and what they still
need to learn. When students see that they are making progress,
their motivation is sustained and their confidence increases.
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involves students - They
discuss, clarify, and reflect on their goals, strategies, and
progress with their teachers, their parents, and one another. This
develops students' capacity for self- and peer assessment, which
lead in turn to increased self-direction.
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supports teaching and
learning goals - Students understand the desired outcomes and the
criteria for success. Important outcomes are emphasised, and the
teacher gives feedback that helps the students to reach them.
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is planned and
communicated - Outcomes, teaching strategies, and assessment
criteria are carefully matched. Students know in advance how and why
they are to be assessed. The teacher's programme planning is
flexible so that they can make changes in response to new
information, opportunities, or insights.
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is suited to the purpose -
Evidence is obtained through a range of informal and formal
assessment approaches. These approaches are chosen to suit the
nature of the learning being assessed, the varied characteristics
and experiences of the students, and the purpose for which the
information is to be used.
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is valid and fair -
Teachers obtain and interpret information from a range of sources
and then base decisions on this evidence, using their professional
judgment. Conclusions are most likely to be valid when the evidence
for them comes from more than one assessment. Assessment is
integral to the teaching inquiry process because it is the basis for
both the focusing inquiry and the learning inquiry.
School-wide assessment
Schools need to know what
impact their programmes are having on student learning. An important way
of getting this information is by collecting and analysing school-wide
assessment data. Schools can then use this information as the basis for
changes to policies or programmes or changes to teaching practices as
well as for reporting to the board of trustees, parents, and the
Ministry of Education. Assessment information may also be used to
compare the relative achievement of different groups of students or to
compare the achievement of the school's students against national
standards.
Ref: NZ Curriculum
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